Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Sara de Sousa; Judy St John; Emmanuella Emovon

doi:10.5456/WPLL.23.3.57

Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Sara de Sousa, Judy St John, Emmanuella Emovon

Hertfordshire Business School

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Abstract

A narrative method of enquiry was used to investigate the university experiences of Black, Asian and minority ethnic (BAME) students studying in a south-eastern UK business school. Participants were self-selecting undergraduates and postgraduates and academic and professional staff. The three facilitators were all academic staff from the Business School: two who identify as Black, one who identifies as white. Using a ‘Thinking Group’ (Kline, 1999) narrative methodology, it was found that issues relating to belonging, isolation, inclusive curriculum, and employability are all impacting Black, Asian and minority ethnic students’ success in the Business School currently. The research resulted in the co-creation of 30 recommendations for action in the following academic year.

Original language	English
Pages (from-to)	57-67
Number of pages	11
Journal	Journal of Widening Participation and Lifelong Learning
Volume	23
Issue number	3
DOIs	https://doi.org/10.5456/WPLL.23.3.57
Publication status	Published - 9 Dec 2021

Keywords

Black, Asian and minority ethnic; transition; belonging; isolation; inclusive curriculum; employability; Thinking Group; higher education; business school; awarding gap

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10.5456/WPLL.23.3.57Licence: Unspecified

Accepted_Version
© 2021 Ingenta. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.5456/WPLL.23.3.57https://doi.org/10.5456/WPLL.23.3.57
Accepted author manuscript, 188 KBLicence: Unspecified

Cite this

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Exploring the ‘unexplained’ awarding gap through understanding BAME students’ experiences

Abstract

Keywords

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